NENTA Seminar Syllabus

 

EDU 296 Teacher Academy Seminar
Wayne State College
Term: 2003/9

Instructors: Dr. Tim J. Sharer, Carolyn Driewer
Office: Brandenburg Education Building 215
Class meetings: W, 3:30-4:30p.m. Brandenburg Education Ley Theater
Telephone: 402.375.7380/7376
E-mail: tishare1@wsc.edu; cadriew1@wsc.edu
Website: http://academic.wsc.edu/faculty/tishare1/index.htm
Office Hours: Posted on office door, or by appointment
 

Course Description
This course is for participants in the Northeast Nebraska Teacher Academy.  During this seminar, discussion and reflection of substitute teaching experiences will occur. Students will continue training on comprehension and delivery of lesson plans, achieving behavioral objectives, teaching methodologies, student learning and formative assessment activities, use of agendas and time-on-task strategies, organization and classroom discipline, student motivation and management, and general professional guidelines, attitudes, and behaviors.  In addition, the students will develop reflection and assessment skills through seminar activities, interactions with mentor teachers and the use of video technology.

Required Texts:
Kreizinger, J.. and Sharer, T. (2000) Instructional Packet for NENTA Seminar.
Sharer, T., and Kreizinger, J. (2000) NENTA Teacher Academy Handbook.

Supplemental Resources:
Curriculum guides, L.E.A.R.N. Standards, school district policies, learning materials, Instructional Technology as needed for your content area.

Organizing Theme:  Teachers who inquire and reflect to facilitate learning for all.

Vision Statement
Consistent with the vision of Wayne State College, the undergraduate teacher preparation unit will provide regional leadership and service to individuals, schools, and communities.  Both candidates and faculty will work in partnership with region schools to improve educational opportunities for all students.

Mission Statement
The mission of the undergraduate teacher preparation unit is to facilitate the development of dynamic professional educators who collaborate for the benefit of self and others, school, community, and the profession.  This mission is accomplished through inquiry, reflection, field based learning experiences, excellence in teaching and learning, and regional service. The professional education unit, in conjunction with the student, college, and community, is responsible for bringing theory and practice together through inquiry and reflection to facilitate learning and development.  The faculty within the educational unit assumes the responsibility to assist teacher candidates in developing attitudes, strategies, and knowledge to facilitate lifelong learning and growth in all their students.

Purpose
The purpose of WSC undergraduate professional education unit is to provide necessary resources and instruction to enable candidates to prepare themselves for successful application for K-12 teacher certification.

Undergraduate Education Outcomes
A teacher candidate will:
1. inquire and reflect to facilitate learning and foster development of all students.
2. create, organize, maintain, and evaluate caring communities to facilitate learning and foster development for all students.
3. demonstrate knowledge of the subjects they teach and the attitudes and skills required for disciplined inquiry in those subjects.
4. communicate to facilitate learning and development.
5. possess and demonstrate the values, demeanor, and reflective decision-making of a professional

Course Objectives: Students will participate in teacher presentations, small and full group discussions on issues, concerns and problems associated with NENTA substitute teaching, personal and peer reflective assessments, reports on school visitations, and activities designed to enhance classroom management skills through the following activities.

1. Students will reflect upon, evaluate and share insights on substitute teaching experiences.  (1-5)

2. Students will analyze school discipline and due process guidelines from the NENTA school settings in preparation for use of those processes during substitute teaching. (1-5)

3. Students will reflect upon and evaluate each substitute teaching experience using the Follow-Up Checklists/Reflection Forms. (1,3,5)

4. Using the reflective teaching model, once each semester, NENTA substitutes will videotape a class during a substitute teaching assignment, and submit the videotape and a video reflection form to seminar instructors. (1-5)

5. Student teams will review the videotaped classes and assist peers with helpful comments and goal-setting ideas.  (1-5)

6. Once per semester, NENTA substitutes will be observed and evaluated by a NENTA building administrator.  Following the observation, a brief conference with the administrator will be held to provide feedback on professional development.  A copy of this evaluation must be submitted by the NENTA student to the seminar instructors at the following seminar.  (4,5)

7. Students will design and discuss Diagnostic and Formative Assessment ideas and activities. (1,3,4)

8. Students will apply the APL instructional and management strategies in developing their own teaching and managing skills relative to their substituting opportunities.  (2,4,5)

9. Students will develop an Educational Mission Statement for inclusion in their Professional Portfolio.  (1,4,5)

10. Students will develop a Substitute Teacher Folder and share items used in their NENTA teaching situations.  (1-5)

Course Policies:

Attendance: Professional educators extend the courtesy of notifying the instructor in advance (if possible)
of an absence. Due to the interactive nature of this course, it is imperative that all students attend all class
meetings. Each absence will result in a reduction of your grade. Just as in the "real world of teaching" your attendance will have an impact upon your performance. Exceptions for emergencies may be made at the instructor's perogative.
Assignments: Follow-Up Checklists/Reflection Forms should be turned in at each seminar for the preceding week’s substituting.   Videotapes and Video Reflection Forms are due at the seminar following the videotaping.  Late submissions may effect Seminar grade. Notebook Portfolio is due at the December 6th final seminar.   Other assignments are due as directed by instructors.

A. Notebook Portfolio: This notebook should be organized categorically with index tabs to include:

1. NENTA Teacher Academy Handbook.
2. Seminar notes and handouts, including all APL materials.
3. In-Class Small group projects (e.g. School Discipline and Due Process guidelines from the NENTA school settings).
4. Follow-Up Checklists/Reflection Forms for each substitute teaching experience.
5. Videotaped Lesson Written Reflections, and Peer Assessments.
6. Observation/Evaluation Forms completed by a NENTA building administrator (one per semester).
7. Diagnostic and Formative Assessment products.
8. Educational Mission Statement.
9. Examples of materials from Substitute Teacher Folder used in their NENTA teaching situations.
10. Other items as per instructor request.

Grading Procedure: The course grades are assigned based on the following:
1. A review and analysis of the Notebook Portfolio.
2. Seminar attendance and participation.
3. Timely submission of all NENTA paperwork (Follow-Up Checklist/Reflection Forms; Videotape and Reflection Form; Building Administrator Evaluation Form(s); etc.)
4. Professional Promise as indicated by successful substituting experiences and evaluations.

Grading Scale: Grades will be assigned based upon the accumulated point total and according to the
following scale:

97-100   = A
94-96.99= A-
91-93.99= B+
88-90.99= B
85-87.99= B-
82-84.99= C+
79-81.99= C
Below 79= F

Any grade lower than C does not comply with the Professional Education requirement of C or better as stated in the WSC Catalog and Gateways and Benchmarks Chart.
 

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